6.1The Reign of God: Breaking Down the Barriers

This unit explores how Jesus broke down barriers that prevented right relationships. It looks at concepts such as personal and social sin, and how our behaviour and relationships can advance or hinder the reign of God. Students will explore issues of prejudice, discrimination, rejection and acceptance, exclusion and inclusion.

Values & Attitudes
Students will demonstrate that they are: / Knowledge & Understandings
Students will demonstrate that they can: / Skills
Students will demonstrate that they can:
S3.1aware of their responsibility to live according to the values of Jesus / explain the consequences of living according to the values of Jesus / analyse their own actions according to the values of Jesus
O3.2able to accept responsibility as Christians to reach out in justice to others / identify ways in which people of God reach out, or fail to reach out to others
/ evaluate ways in which they can reach out in justice to build unity

Syllabus Outcomes
Self/Others – Stage 3

Classroom Outcomes

Students will be able to:

  • explain ways that Jesus related to people and helped them to relate to one another
  • analyse different ways by which individuals continue the mission of Jesus
  • name those who were marginalised in Jesus’ time and those marginalised today
  • explain how the Christian community responds to the marginalised

Scripture / Doctrine
Micah 6:8Act Justly
Matthew 5:1-12The Beatitudes
Luke 7:1-10Jesus Heals a Centurion’s Servant
Luke 10:25-37Who is My Neighbour? /
  • All people are created in the image and likeness of God
  • All people have the potential to reflect the goodness and love of God
  • Sin is a deliberate turning away from God
  • The Church calls us, as Christians, to work towards unity with all people
  • Christians continue to bring about the reign of God

Spiritual Reflection for Teachers

Sir William Deane’s guiding principle as Governor General was his belief that ‘the ultimate test of our worth as a truly democratic nation is how we treat the most disadvantaged and vulnerable of our citizens’. His guiding objective was ‘that we Australians, indigenous and non-indigenous and regardless of our racial or cultural or other backgrounds, will go into the second century of our nation and the third millennium of the Christian era united as a people…walking together, talking together, working together, and achieving together – and with mutual respect and tolerance’.

T Stephens: Sir William Deane

Can we really say with joy and honesty “Australians ALL, let us rejoice?” What are some of the barriers I can work towards breaking down? What are the attitudes I hold that build barriers? What are the attitudes I hold that break down or prevent barriers?

Catechism of the CatholicChurch

Excerpts from the Catechism of the Catholic Church are included below as information for teachers. They present the Church’s teachings contained in this unit.

1935The equality of men rests essentially on their dignity as persons and the rights that flow from it:

Every form of social or cultural discrimination in fundamental personal rights on the grounds of sex, race, colour, social conditions, language, or religion must be curbed and eradicated as incompatible with God's design.

2304Respect for and development of human life require peace. Peace is not merely the absence of war, and it is not limited to maintaining a balance of powers between adversaries. Peace cannot be attained on earth without safeguarding the goods of persons, free communication among men, respect for the dignity of persons and peoples, and the assiduous practice of fraternity. Peace is "the tranquillity of order." Peace is the work of justice and the effect of charity.

2305Earthly peace is the image and fruit of the peace of Christ, the messianic "Prince of Peace." By the blood of his Cross, "in his own person he killed the hostility," he reconciled men with God and made his Church the sacrament of the unity of the human race and of its union with God. "He is our peace." He has declared: "Blessed are the peacemakers."

Scripture: Background Information

Micah 6:Act Justly

Here God responds to a series of questions regarding bringing gifts into God’s presence. The response is presented as requirements set by God. These requirements are often regarded as a summary of the tradition of the prophets: do justice, love kindness, and walk humbly with God. They show an interrelatedness between how we treat others, our work for justice and our relationship with God.

Matthew 5:1–12The Beatitudes

The Beatitudes are a collection of the teachings of Jesus that deal with the attitudes, behaviours and responsibilities of those who are disciples of Jesus Christ. Jesus is telling us that the way to true happiness is to live according to the life of the kingdom. When people experience the mercy of God they will be merciful to others.

The Beatitudes apply Jesus’ law of love, and can teach us about who and what we are called to become. Throughout his ministry Jesus showed us clearly that every person has an innate dignity and worth.

Jesus came as the fulfilment of the law and he leaves us with the law as a reminder of the way in which we should live. The love of God and the love of one’s enemies are a constant theme in the teachings of Jesus. Jesus lived by the teachings of the Beatitudes and we are called by our actions to do the same.[1]

Luke 7:1-10Jesus Cures a Centurion’s Servant

This is a remarkable scene, which puts before us what really matters to God and therefore enjoys his favour. It can speak to us and our experiences in our multicultural society. A Roman centurion sends Jewish elders to ask Jesus to heal his servant. The Romans are the occupying military force of Palestine therefore not generally popular with the locals. But this Roman is popular - in fact he built a synagogue for them. Thus he is a generous and inclusive man himself, who, it seems, also cares about his servants. Jesus responds to such positive genuineness by going to heal the servant. And what does he find? He finds not only a generous and kindly foreigner but also a man of great faith. Jesus praises his faith as better than his own followers. The servant is healed without Jesus being there – so great was the centurion’s faith in the power of God at work in Jesus. This Roman centurion is contrasted with those who should have believed but did not.

Luke 10:25-37Who is My Neighbour?

“What must I do to inherit eternal life?” The answer to this question comes in the form of the Shema, the ancient Jewish prayer in Deuteronomy 6, along with a line from the Book of Leviticus 19 about loving your neighbour as yourself.

How well do we love ourselves? The meaning here suggests we should love ourselves as much as God loves us. But who is my neighbour that I must love as I love myself? The parable Jesus tells to answer this question is complex while appearing simple. This is the case with most parables. The parable depicts a despised foreigner helping a battered and robbed Jew. The Samaritan / foreigner is generous above the call of duty by covering all the expenses that the wounded man incurs. The innkeeper is also trusting, by accepting the promises of the Samaritan to repay him. The parable functions on two levels. Firstly, it sets before us the importance of loving those we consider unlovable and secondly, it presents the outcast Samaritan as the one who lives the law well and generously. Indeed this outcast is truly one of God’s people!

The Church’s Teaching and Lived Tradition

In Tradition: To Know, Worship and Love Year 6, p9 – Eucharistic Prayer II

In the Eucharist we are called to communion – into a unity. The Sacraments of Initiation enable us to enter and live fully the life of our faith community. They strengthen us to live the Good News and draw us more deeply into the life of the Church. Each celebration of the Eucharist commissions us to just action: to love and serve the Lord (and one another).[2]

Gaudium et Spes

The joys and the hopes, the griefs and the anxieties of the people of this age, especially those who are afflicted in any way, these are the joys and hopes, the griefs and the anxieties of the followers of Christ (Gaudium et Spes, #1).

Justice in the World

Action on behalf of justice and participation in the transformation of the world fully appear to us as a constitutive dimension of the preaching of the gospel, or, in other words, of the Church’s mission for the redemption of the human race and its liberation from every oppressive situation. (Synod of Bishops 1971, Justice in the World, #6)

Celebration: Prayer and Liturgy

Celebration is a key part of Religious Education. The following suggestions provide opportunities throughout the unit for celebration in prayer and liturgy. Most of these suggestions are included as ‘teaching/learning’ activities in Unit Content sections.

  • Set-up or change (depending on when you teach this unit) the classroom prayer place - see suggested story script ‘Our Prayer Place for Ordinary Time’ - Resource Sheet 1
  • Use KWL Year 6, p18, ‘Our prayer’ for class prayer.
  • In prayer read Micah 6:8. Use this as a repetitive chant in prayer periodically.
  • Sing the song ‘Act Justly’ in prayer
  • Present Matthew 5:1-12 The Beatitudes (KWL Year 6, p16) using a slow reflective reading of the passage. A video clip presentation has been prepared and can be accessed as follows:

Click this link and then click to view and download in iTunes.

  • Lead the children in a meditation. Reflectively read Matthew 5:1-12 The Beatitudes. Set the scene. Jesus preaching on a hillside in Palestine… Ask the students to close their eyes, Change the scripture as you read it. “Blessed are you when you are…”
  • Celebrate a ritual for the celebration of Reconciliation. If there is opportunity, organise and celebrate the sacrament of Penance. Include an examination of conscience focusing on discrimination and excluding others.
  • Use KWL Year 6, p12 ‘Our Heritage’ in prayer. Two voices, one voice to read “Jesus…” lines and the other voice to read “He….” Sing a song to conclude.
  • Celebrate ‘A Circle of Justice and Peace’ (see Resource Sheet 3). In the prayer celebration use Nelson Mandela’s Inaugural Address, if possible.

Suggested Assessment

These activities are included as ‘teaching/learning’ activities in Unit Content sections.

  • Find a saint or famous person who demonstrates one beatitude. How does the person demonstrate the beatitude? How does the person continue Jesus’ mission to build the Reign of God?
  • Name five groups today that are excluded or lack acceptance.
  • What do the two passages from Luke’s Gospel teach us about Jesus? Acceptance? Present information in writing, concept map.
  • View the video ‘Faces’. Use the discussion and the matrix to write a report to answer the following questions: How have these people acted like Jesus? How have these people continued the mission of the Church?
  • As Christians called to continue the mission of Jesus how could we respond to (the issue you have explored)? In pairs, create a concept map of ideas and reasons.
  • Write an acrostic poem (or another style of poetry) with the theme of Acceptance, Inclusiveness, Unity... to demonstrate an understanding of a Christian response to exclusion.

Resources

To Know Worship and Love – Year 6, Chapters 1 and 2, (2003), James Goold House Publications, Melbourne, Victoria

Agencies and Websites

The following agencies have useful resources: guest-speakers, websites, videos and kits. Some kits are published yearly for particular seasons and events.

Action For World Development:

Amnesty International:

Australian Catholic Social Justice Council:

Caritas Australia and Project Compassion kits:

Catholic Commission for Justice, Ecology and Peace:

Catholic Mission: An example of a Kit is “Personal Project”

National Council of Churches in Australia (Force Ten). Road to Refuge Kit. Simply Sharing Kit 2002. Ph. 1800025101

OzSpirit is an email magazine with links and ideas for teachers. Topics include spirituality, social justice and church teachings. To subscribe to this useful email go to the caritas website and follow the links.

Racism No Way: A great resource for teachers and students. It has teacher information, lessons and ideas for teaching and a good glossary. It also has games and quizzes for students.

Books

Catholic Education Office, Bathurst, (1998), Breathing Life into the RE Classroom: Creative Teaching Strategies for Religious Education, Bathurst NSW

Curriculum Corporation, Discovering Democracy Primary Kit. (This kit has some great ideas and information that can be used to review issues of Aboriginal rights, racism, sexism… It is a good way of linking this unit to HSIE.)

Gilligan B, (2000), Searching for Justice,HarperCollins, Victoria

Social Justice Bishops Council, Social Justice Calendar. (The calendar has significant dates, websites, prayers, reflections and information concerning social justice issues.)

Stead B M, (1994), A Time of Jubilee: Using Luke’s Gospel with Children, Desbooks, Victoria

White, D, White S, O’Brien K, (2006) Deep Thinking An Essential for Learning, Marayong, NSW

Woods L, (1990), A Dictionary for Catholics, HarperCollins, Victoria

Videos and Music

Australian Catholic Bishops' Conference, (1997), FACES: the Mission of the AustralianChurch, Catholic Mission, Sydney NSW

Mangan M, ‘Act Justly’, Sing Jubilee (CD and book)

Haas David, ‘We Are Called’, Gather Australia, 1995 GIA Publications

Haugen Marty, ‘Who Will Speak’, Gather Australia, 1995 GIA Publications

Key to Symbols

denotes higher order activity

AAssessment

Unit Content 1

Jesus’ mission was to reveal the Reign of God to his followers. He lived in a way that helped his dream become real.

Students will learn:

about the beatitudes as a way of life

about the Reign of God

to reflect on ways Christians live the beatitudes and promote the Reign of God

Unit Content: Background Information

The Reign of God is a theme throughout the Scriptures. It is closely related to the covenant. The prophets of the Old Testament, in calling Israel back to the covenant relationship with God, promote and reveal the Reign of God. In continuing and fulfilling the work of the prophets Jesus brings about the Reign of God. His life, death and resurrection ushered in the Reign of God.

Through Jesus’ saving action the Reign of God is established as here and now, and it will reach its fullness at the end of time. The Reign of God is eschatological. Eschatological refers to the end time, the fullness of time, heaven. The ‘kingdom’ parables, the prophets, and the beatitudes give us an idea of what this Reign of God should look like now, and what it will be in the fullness of time. The Reign of God is something we are working towards now as we continue the mission of Jesus. Inspired by the Holy Spirit, Jesus reached out to others. Jesus’ mission was a response to his relationship with his Father. Enlivened by the Holy Spirit the Church community continues Jesus’ mission.

The work for justice and peace is very much the building of God’s reign or God’s Kingdom. We pray in the Our Father “Thy kingdom come, thy will be done”. It is the Holy Spirit that acts within us to build the Reign of God. This occurs within the context of community. Justice has its foundations in the ministry of Jesus and the work of the Holy Spirit. Jesus’ dream was to create the Reign of God on earth. It is a mission, a journey, we continue as Christians. We have the same hopes and dreams in the fullness of the Reign of God. The Holy Spirit inspires and empowers us to live according to God’s will – as individuals and as a community of believers.

The following activities help explore this notion of the reign of God and what it might look like. Jesus, the saints and Christian heroes give us a lived example of ways to participate in this dream for the fulfilment of Jesus’ mission to establish the Reign of God. It is important to continuously note that it is not our work but the work of the Holy Spirit through us. We participate with the Holy Spirit who builds the Reign of God – making all things new.

Note: Resource Sheet 1 provides a guide for setting the Prayer Place for ordinary Time.

Suggested Teaching/Learning Strategies

  • Read Micah 6:8. Students look at the 3 concepts -

act justly

love tenderly

walk humbly with your God,

and then develop a list of behaviour and attitudes that relate to each of these concepts. This could be done in groups using a strategy for connected thinking.

 - Respond to the three concepts by doing one of the following: a) Create an artwork or symbol for each. b) Find images and pictures to communicate these ideas and put them together as a PowerPoint presentation or slide presentation or display.